Fractions+Lesson+Plan

Halves Lesson Plan



** (Free Images Royalty Free Stock Photos, n.d.) **

Name: Kelly Frintzilas

Date: 19 September, 2010

Curriculum Area: Mathematics

Specific Topic: Halves

Year Level: 1

Essential Learnings (knowledge, understanding and ways of working) to be addressed: Ways of Working: Students are able to:


 * Identify mathematics in everyday situations
 * Pose basic mathematical questions and identify simple strategies to investigate solutions
 * Plan activities and investigations to explore mathematical concepts, questions, issues and problems in familiar situations
 * Use everyday and mathematical language, mental computations, representations and technology to generate solutions and reasonableness of the solution
 * Make statements and decisions based on interpretations of mathematical concepts in familiar everyday situations
 * Evaluate their own thinking and reasoning, giving consideration to how mathematical ideas have been applied
 * Communicate thinking and reasoning, using everyday and mathematical language, concrete materials, visual representations, and technologies
 * Reflect on and identify the contribution of mathematics to everyday situations
 * Reflect on learning to identify new understandings

**Knowledge and Understanding: Number-Whole Numbers, simple fractions and the four operations are used to solve problems.**
 * Simple fractions, including half and quarter and mixed numbers can be represented in different ways

Prerequisite knowledge or understanding of concepts/skills students should possess:


 * Students will have prior knowledge of whole number concepts, skills and strategies



|| Specific Learning Outcomes for this Lesson
 * || **Time Req.** ||  || **Teaching / Learning Strategies** ||   || **Organization** ||   || **Resources** ||   || **Type of formative or summative assessment** ||||||||||||   || **Orientating Phase / Introduction** ||   || * Students should be able to recognise that one half, is one part out of the two equal parts in a whole. ||   || 15mins ||   || * Introduce the concept of halves by using the concrete resource of a paper pizza, within the students language stage.
 * Students will form into pairs with the student sitting next to them.
 * Can you you fold your pizza in half to equally share your pizza between you and your group member?
 * Using two different colours, colour in the two equal parts of the pizza.
 * Once students have coloured their share of the pizza, ask students to fold their paper pizza so only one part out of the 2 equal parts of the whole is showing.
 * Then unfold the 2 equal parts to visualise the whole.
 * How many parts of the 2 equal parts did each team member get?
 * We can see that each group had one whole paper pizza to begin with. The pizza was folded to share the pizza equally. You can see that the pizza was folded and each team member then had one part out of two equal parts altogether. 2 equal sized pieces could be made from the whole pizza.
 * Each student has one half of pizza each. ||  || * Class at individual desks.
 * Desks moved together so pairs can work together. ||  || * Paper pizza's
 * Coloured pencils. ||  || * Formative: Questioning to determine ability to recognise that one half is one part out of the two equal parts.
 * Assessment recorded on an observational checklist for each child. ||||||||||||  || **Enhancing Phase / Body** ||   || * Students should be able to understand the concept of halves, which involves 1 part out of 2 equal parts in the whole.
 * Students should be able to visualise the part-whole relationship. ||  || 20 mins ||   || * Using the concrete resource of 'Give me half' a fraction story book, reinforce the concept of halves within the student's language stage.
 * Provide students with a paper plate to represent the pizza within the book.
 * Read the book together as a class.
 * When referring to the pizza, ask students the following: How many pizza's are there? How many children does the book have to share the pizza with (2)? How many equal parts of the pizza will the children get (1)?
 * Discuss with children the concept behind the book. We can say that 1 part out of 2 equal parts in the whole pizza will have to be shared between the siblings.
 * Does each child get an equal piece of pizza? Is this fair to each child?
 * Using your paper plate, can you show me how you would cut your pizza if you wanted to give a friend half of your pizza?
 * On a piece of paper write the answers to these questions and put your name at the top.
 * Have you given your friend an equal sized piece?
 * How many equal parts of the whole did you give to your friend?
 * How many parts of the whole were there altogether?
 * Submission of paper plate and answers. ||  || * Class on the carpet in view of the book


 * Back to individual seating arrangements ||  || * Give me half book
 * Easel
 * Paper plates
 * Scissors
 * White paper ||  || * Formative-Questioning and monitoring of students concept of halves, recorded on an observational checklist.


 * Summative Assessment- Submission of paper plate and answers to gauge students individual understanding. ||||||||||||  || **Synthesising Phase / Conclusion** ||   || * Students should use analysis, synthesis and evaluation to reflect on the halves concept.
 * Students using their knowledge of the concept of halves be able to relate it to real life contexts. ||  || 10 mins ||   || * To conclude the lesson, ask children to explain the concept of halves.
 * How do we recognise a half? What will you look for? Hint: Consider the equal parts and the whole.
 * Can you name a situation in everyday life, where you could use the halves concept or where have you seen someone use the halves concept?
 * Give each student two squares of chocolate. Can you eat half of the chocolate? Keep the other half for later. ||  || * Whole class on the carpet ||   || * Chocolate ||   || * Formative: Using questioning and observational records, record students responses. ||
 * **Assessment Strategies (link to Learning Outcomes):** Both formative and summative assessment will be used throughout this lesson plan. Formative assessment will be utilised by the means of observational techniques and questioning. Such observations will be monitored using observational checklists for further reporting purposes. Summative Assessment will be used to track individual understanding in relation to the halves concept and individual assessments will be submitted for grading. ||

Free Images Royalty Free Stock Photos. (n.d.). Lime halves [image]. Retrieved September 19, 2010 from http://www.pachd.com/free-images/food-images-8.html Mrs Meacham's Classroom Snapshots. (n.d.). Math Tubs: Fractions [image]. Retrieved September 19, 2010 from http://www.jmeacham.com/math/fractions.htm